A Detailed Lesson Plan in AS12 ENGLISH

A. Content Standard: The learner demonstrates understanding of the

concept of cause and effect in meaningful contexts.

B. Performance Standard: The learner recognizes and explain cause and

effect relationship in various situations

I. Objectives:
At the end of 60 minutes discussion, the grade 3 pupils must be able
to do the following with at least 85% level of proficiency:

a) identify examples of cause and effect in a simple sentence

b) construct their own cause and write it in a sentence
c) infer the effects base on the given pictures

II. Subject Matter: Language

Topic: Cause and Effect
Skills: Reading and Listening
Values Integration: Following rules
Instructional Materials: Pictures, video and worksheets.
References:
Teaching Strategies: Explicit Instruction

III. Procedure:
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Good morning, class! Good morning, too, teacher.

Please stand for the prayer.

In the name of the Father, of the Amen.
Son, and of the Holy Spirit. Amen.

Before you take your seats, (The pupils will pick up the
please pick up the pieces of pieces of paper on the floor.)
papers under your chairs.

Thank you very much. You may

now take your seats.

Today, we’re exploring the

magical world of forests and
discovering how every action has
a reaction—just like in nature! As
we embark on this journey, let’s
check who’s here to join us in our
exciting exploration.

Instructions: When I call your

name, please respond with your
favorite animal that lives in the
forest!
Birds!
Alipan, Donnacel - What forest
friend do you love?
Fox!
Bazan, Allijane - Which animal do
you admire in the woods?
Wolf!
Villanubos, Sheenalyn - Who is
your favorite forest creature?

Fantastic! It looks like our forest (Clapping)

is full of life today! Each of you
brings something special to our
adventure. Let’s give ourselves a
big cheer for being here and
ready to learn!

1) Introduction/Motivation

Good morning, class! Today,

we’re going to take a little
adventure in our minds. Imagine
you are in a beautiful forest filled
with animals. I will group the class
now into 4 groups, and as you can see i
have here a tree behavioral chart. Each
group is represented by a monkey. Which
ever monkey will able to get the get the
banana will received a price. So how will
your group monkey get the banana, each
group must cooperate in the class, not Yes teacher.
making unnecessary noise and by being
active in the class. Understood class?
The counting starts from donna up to the
last person at the back.
( Students starts counting)
You may now go to your group silently.

Now class i have prepared i short story.

Listen carefully as i have questions
afterwards and enjoy the story.
The story is all about the Lion and the
mouse.
Once there was a lion that lives in a far In the far away forest.
away forest. He is the king of the jungle The mouse, Teacher.
and everyone fears him but he is a sleepy
king. There it is, a tiny little mouse he is so The lion teacher.
naughty as he keeps on jumping up and
down everywhere he goes and then as he
keeps on jumping up and down he didn't
notice that where he jumps up and down
is the lion stomach the lion that is
sleeping on his den.
Where does the lion lives?
Very good! Now who is the naughty little The Lion, Teacher.
one? Because the mouse jump up and down
Right! The mouse. And who is feared by in his stomach.
everyone?
Right.
As the lion woke up by the mouse's
gestures, he grab the mouse eagerly and
he said "how dare you wake me up in my
slumber now i will eat you alive"
Who woke up in his slumber?
Why did he woke up in his slumber?

And then the mouse terrifiedly said "don't

eat me, king lion i'm just a tiny little
mouse but if you will let me go i will
promise you that one day i will able to
help you" and the lion replied "how can
this tiny little mouse like you help this big
and strong lion king like me okay i will
spare your life but then don't wake me up
in my slumber ever again" the lion let go
of the mouse and ask the mouse runs
away he is overjoyed and said to himself
that one day he will be able to help the
lion

One day the lion found himself strangled

in a net she fall into a trapped he keeps
on shouting roaring asking for help but no
one comes for him as he is feared as the
most strongest and fiercest king and then
fortunately the mouse heard that lions
cry he runs as fast as he can and then find
out where the lion is trap remembering
the lions mercy he then grab the neck and
bite the net with his sharp teeth and then Yes, teacher. The mouse did able to help
eventually the lion had able to escape the the lion when he got trapped.
lion was so grateful for the mouses action
and he realized that even the smallest
animals can be offer so much help and
that day on the lion and the mouse
became friends. Yes, teacher they both become friends.
Now class, did the mouse able to help the
lion? Teacher, even the small ones can offer
big help.
Yes, that is right! The mouse did able to Teacher, every action has a reaction.
help the lion when he fell from the
trapped.
Did the lion and mouse become friends?

What have you learned from the story?

Yes! What actions we take, it has a

corresponding consequences or effects.
It's either good or bad depending on our
action.

2) Modelling

Now, let’s talk about something

important that helps us
Yes teacher
understand these stories better.
And our topic for today is all about
'cause and effect.'
- It is something that happens
A cause is something that
happens, and the effect is the
- The result of the cause
result of what happens because of - What happens because of the
that cause or in simple terms, it is cause.
the result of the cause. Did you
understand?

Again, what do we mean by

cause?

How about the effect?

Very well then, to understand

deeper, take a look at this.
(Shows the Chart with examples
of cause and effect)

- Because it rains

For example, if it rains heavily - G-O-O-D J-O-B GOOD JOB!

(the cause), the ground gets wet
(the effect).

The cause is "It rains heavily"

while the effect is "The ground
gets wet" - If I drop my ice cream, it falls
on the ground
Class, why did the ground gets
wet?

Very good - It will fall on the ground

How about the second example,

‘The sun
- If I study hard, I will get a good
Give yourselves a good job clap. grades.

Now, I want you to come up with - He will get a good grade.

your own examples of cause and
effect.

Let's hear from Donna.

Very good, Donna.

What happens if Donna drops her

ice cream?

Very well class.

Another one, let's hear from

Christian

What happens when Christian -the people cut down the trees
study hard? teacher

Exactly. Now, how about this?

 No teacher!

-the animal will lost their home

teacher
-there will be calamities teacher

What can you see to the picture

that I have shown? Yes teacher

Very good, we can clearly see,

that the trees are being cut down.
Do you think that cutting down so
many trees are good in the
environment?

What do you think will happen if

they are continuously cutting
down the trees? Yes teacher

Excellent, cutting so many trees

is bad for the environment and
also for the animals that are
living in that area they will lost
their habitat or home. And it can Group 1: "The Oak Trees"
also cause heavy rains and Presentation:
floods. Always remember that we
should be conscious of our Cause: "The sun shines
actions because it can affect our brightly."
future. Do you understand class? Effect: "The flowers bloom."

3) Guided Practice Explanation:

I have prepared an activity for "The sun gives the flowers the
you, I will group the class into 4 energy they need to grow.
groups, each group has a unique Without sunlight, they wouldn't
name related to the forest theme bloom!"
(e.g., "The Oak Trees," "The
Squirrels," "The Deer," "The
Birds"). Clapping

( The teacher pass the hand-out

to the students) Group 2: "The Squirrels"
Presentation:
Each set contains 10 mixed-up
cause and effect sentences Cause: "The leaves fall from the
related to the forest. trees."
Effect: "The ground is covered
The sentences; with leaves."

Cause: "The sun shines brightly." Explanation:

Effect: "The flowers bloom." "When the leaves fall, they
Cause: "The rain falls." create a soft blanket on the
Effect: "The river fills up." ground. This is where squirrels
(Include 5 additional pairs with can hide their food!"
varying degrees of complexity.) Clapping

Your task is to work together to

match each cause with its
corresponding effect. Group 3: "The Deer"
Presentation:
Did you understand? Cause: "The grass grows tall."
Read each sentence strip Effect: "The deer have food to
carefully. Discuss with your group eat."
members which effect goes with
which cause. Once you believe Explanation:
you have matched them "When it rains and the sun
correctly, write them down on the shines, the grass grows tall. The
chart paper provided. deer eat this grass to stay
After 10 minutes, each group will healthy and strong."
choose 1 cause and effect and
justify it in the class, understood? G-O-O-D J-O-B, GOOD JOB!

(After 10 minutes, Groups are

presenting) Group 4: "The Birds"
Presentation:
Now, let's hear from The Oaks
Trees! Cause: "The weather gets
warmer."
Effect: "The birds return to the
forest."

Explanation:
"When spring comes and it gets
warmer, many birds that flew
south come back to the forest to
build their nests."

Very well then, Oak Trees, give

them around of applause.

It's your time to shine the

Squirrels!
 Yes teacher.

That's amazing squirrels! give

them a barangay clap

How about the Deer group?

( Listening )

Excellent my dearest Deer group,

give them a Good Job clap! ( Listening )

The last but not the least, the

Birds!

You'll did a great job class! now

I'm truly convinced that you've Expected answers
learned something from our
discussion, and now prepare for (Answers varied, depending on
another activity. the students prediction)
 (Processing)

4) Independent Practice
“GUESS THE MYSTERY " ”

Alright, class, today we're going

to be detectives of the forest!
We’re going to explore, which
means figuring out what happens
"because" of something else.

In the first part, you'll be given a

mystery. You'll know the "result" .
of something, but you have to
figure out what "caused" it. For
example, if the effect is “The river
is flooded,” what could have
caused that? Was it a heavy rain?
A broken dam? You'll write your
guess as the cause.

(Pertaining in the first part of the Yes teacher.

worksheet)

(Pupils will exchange papers

In the second part, you'll be with their seatmate.)
shown a picture. You need to look
closely and think about what's
happening. Then, you'll predict
what might happen "next"
because of what you see. For
example, if you see a lot of dead
trees, what might happen to the
animals that live there? You'll (Pupils will raised their hands on
write your prediction as the the scores they got as the
effect. teacher ask.)

(Pertaining in the second part of

the worksheet)

Remember, use your imagination

and knowledge about forests to
solve these mysteries! Let's get
started!”
 (Pupils are clapping.)
Get one and pass the rest.

IV. Evaluation
Okay class, I have prepared here
one last activity.
Test I: Instructions: Read each
sentence below. In each
sentence, identify the cause and
the effect. Write your answers in
the space provided. The first one
is done as an example.

Example:

- Sentence: She forgot to study,

so she didn’t do well on the test.
- Cause: She forgot to study
- Effect: she didn’t do well on
the test

1. Sentence: The wind blew very

hard, and the trees fell over.*
- Cause:______________________
- Effect:______________________

2. Sentence: I didn’t bring my

umbrella, so I got soaked in the
rain.*
- Cause:______________________
- Effect: ______________________

3. Sentence: He stayed up too

late, so he was very tired the
next day.*
- Cause:______________________
- Effect:______________________

Test II: Instructions: Below is a

list of effects. Your task is to write
a sentence that clearly shows the
cause of the effect. Be sure your
sentence is complete and makes
sense.

1. Effect: She couldn’t sleep at

night.

Cause:
_______________________________

2. Effect: The plant grew taller.

Cause:
_______________________________

3. Effect: He finished his

homework quickly.

Cause:
_______________________________

Test III: In this quiz, Your job is to

think about what might happen
because of what you see in each
picture.
1.

2.

(After 5 minutes)

Okay, class, exchange papers

with your seatmate.

(When the pupils are done

checking, the teacher will ask for
their scores.)

Class, who got perfect scores?

Who got one mistake?
Two mistakes?
Who got three correct answers?
Who got only two?
Who got zero?

Today, we learned how every

action in the forest has a reason
and leads to something else.
Understanding cause and effect
helps us make sense of the world
around us. Great job, explorers! I
can’t wait to see what other
adventures await us in the forest,
give yourselves around of
applause!

V. Reflection
a. No. of learners who earned 80% in the
evaluation
b. No. of learners who quite require
additional activities for remediation
c. Did the remedial lessons who have
caught up with the lesson.
d. No. of learners who continue to require
remediation
e. Which of my teaching strategies
worked well? Why did these works?
f. Which difficulties did I encounter which
my principal or supervisor can help me
solve?

Prepared By:
GROUP 1
Sabulao, Christian
Minasalbas, Chlouie
Morados, John Lyod
Francisco, Sheena Mae